Research team

EduBROn

Expertise

Teacher professionalisation Supporting pupils at risk/integrated guidance/care policy Classroom management/teacher-student relationships.

Lesson study as a vehicle for improving achievement in mathematics (LESSAM). 01/09/2020 - 31/08/2023

Abstract

The international research project aims to investigate the impact of the model of Lesson Study on teacher learning and, consequently, on student learning outcomes across four participating countries. Lesson Study (LS) is a teacher professional development model that originated in Japan in the 1870s, but has recently been adapted worldwide. The basic model involves teams of teachers within a school investigating collaboratively the effectiveness of teaching practices for their students. The core model involves: a) plan lessons during planning meetings, b) teach/observe those lessons; c) reflect on lessons during reflection meetings. Variations of the model include the presence of a LS facilitator during teachers' planning and reflection meetings, guiding teachers as they construct new knowledge. Despite the promising nature of LS, more evidence is needed in order to establish how teacher learning occurs during LS meetings. Even less evidence exists on the impact of this learning on teaching practices and, as a result, on students' academic achievement. Using a quasi-experimental research design, we examine the impact of a series of Lesson Study interventions in mathematics classrooms (grade 7-9) in four participating countries (Belgium, the Netherlands, Cyprus an Greece). on both student and teacher level. The objectives of the project are (1) to examine the effects of teachers' participation in Lesson Study on their own learning and on students' mathematical reasoning; (2) to examine the potential impact of the role of an LS Advisor and LS Facilitators on dialogues and teacher learning; and (3) to examine the relationship between teacher intentions and teaching practices.

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An ethnographic study on everyday practices of ethnic discrimination in Flemish secondary schools. 01/10/2018 - 30/09/2022

Abstract

Ethnic discrimination in the educational sector has been a topic of research within a myriad of social disciplines. Yet surprisingly, a lot of research fails to systematically study and categorize the different levels and types of ethnic discrimination within specific school settings. This explorative study wants to gain insight in the different types of interpersonal and institutional ethnic discrimination, with an emphasis on the perceptions of the phenomenon by different school actors (i.e., pupils and school staff). Subsequently, the study also wants to explore the diverse coping mechanism used and related consequences experienced by the relevant school actors in relation to interpersonal and institutional ethnic discrimination. The research will be executed in six classes of three Flemish secondary schools with varied ethnic and socio-economic compositions, and all located in one city setting. Different forms of data collection will be carried out, including ethnographic observations, document analysis, a diary method for pupils, and interviews with pupils, teachers and leading staff. The research would provide valuable insights in the relationship between different levels and types of ethnic discrimination and the interconnectedness with specific coping mechanism used and consequences experienced by pupils and school staff. These findings could support school staff (in training) in raising awareness about and better respond to experiences of ethnic discrimination in a school context.

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Tailoring education and care to talents of youth (TALENT). 01/04/2017 - 31/03/2021

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

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Tailoring education and care to talents of youth (TALENT). 01/04/2017 - 31/03/2021

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

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Collaboration in inclusive education: teachers' perspectives and practices. 01/01/2017 - 31/12/2019

Abstract

Collaboration is a recurring theme in the literature as both a primary vehicle and precondition for successfully developing inclusive learning communities and pedagogies. In this research project, we aim to investigate how teachers understand collaboration, the nature of the collaborative relationships and how they develop their competencies and knowledge about inclusion in the process, using a collective case-study design. The purpose of the case studies is to capture the individuals' perceptions and dynamics of individuals and in this case to learn about teacher collaboration in schools, teachers' relational agency and also their responsiveness to the diverse learning needs of all learners in their classrooms. The sample will comprise 2 full-service primary schools in the Western Cape and 3 primary schools in Flanders with 10 volunteer teachers per country. The project is designed to generate data over a period of at least 6 months using interviews and observations. The data will be organized, collated and transformed by way of a variety of methods of analysis including and beginning with content analysis in constructivist grounded theory mode, discourse and critical discourse analysis, as well as conversation analysis with selected small sets of data of especially naturally occurring talk (and text). The case studies will be compared per country and across countries to generate themes for understanding the complexity of collaborative processes in inclusive education.

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Policy Research Centre of Education Research 01/07/2016 - 31/08/2020

Abstract

The Centre for Education Research has been recognized by the Flemish Government as a Centre for Policy Research for the period 2016-2020. It is a joint venture of UGent, KULeuven, UAntwerpen, VUB and Artevelde University College. The main tasks are: (1) Conducting research on themes that are considered by the Flemish government as a priority and relevant to its future policy, and (2) Valorisation and transfer of knowledge, using e.g. reports and the organisation of seminars. The research includes three thematic lines, regarding: A. The learner, B. The teacher and the school and C. The organization of education in Flanders.

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POTENTIAL - Power to Teach All. Competence development to create inclusive learning environments. 01/01/2016 - 29/02/2020

Abstract

Schools and teachers around the world are facing a growing diversity and increasing complexity (social inequality, labeling, …). In the past, pupils' assignments to classrooms and schools have rather fostered segregation than encouraged inclusion. Today, we see a tendency towards more inclusive learning environments (cf. amongst others, the UN Convention of 2007, ratified by Belgium in 2009). However, this poses enormous challenges to the professional development of (pre-service) teachers and teams. The main objective of the project 'POTENTIAL', Power to Teach All, is to develop the competences of (pre-service) teachers and school teams to create inclusive learning environments. This objective is valuable both from a social and economic perspective. From a social perspective, the project 'POTENTIAL' aims at reducing segregation in education. From an economic perspective, the value of the project 'POTENTIAL' lies in the creation of maximal development and learning opportunities in order to maximize the societal potential of all children's and youngsters' talents.

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Identification and analysis of practices of effective use and development of teachers' skills in the last years of primary education 01/10/2015 - 31/03/2017

Abstract

This research project will record good practices of teacher deployment - both in and outside class in upper primary education - that aim at capitalizing on staff competencies, reinforcing differentiated instruction and safeguarding successful transition to secondary education. We will provide in-depth descriptions of selected practices, while at the same time shedding light on accompanying conditions and experiences from the viewpoint of school management, teachers as well as students. Data will be collected through case studies and Delphi methodology.

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Student guidance in an international perspective - a review study. 01/11/2014 - 31/01/2016

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

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The road to student guidance. A study of existing practices and explanatory factors at child, family and school level in mainstream and special education in Flanders. 01/07/2014 - 30/04/2017

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

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Extracurricular assistance and care at school: coherence, coordination and explanatory factors. 01/05/2013 - 30/11/2015

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

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Pilotproject Learn2be@school. 01/01/2013 - 31/12/2013

Abstract

This project represents a formal research agreement between UA and on the other hand the Evens Stichting. UA provides the Evens Stichting research results mentioned in the title of the project under the conditions as stipulated in this contract.

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A study of the relation between stuttering and self-esteem of adolescents through mediating internal processes, peer group status and the teacher-student relationship. Towards more transparency of a complex speech disorder. 01/07/2011 - 30/06/2015

Abstract

Problem statement: Although more than 100 000 people of the Belgian population stutter, this complex speech disorder is little studied at academic level in our country. However, stuttering has an adverse impact on different aspects of life and can lead to functional problems in communication, a reduced ability to achieve goals in life and a lower quality of life. Moreover, the majority of international studies on treatment effects focuses on changes in the observable characteristics of stuttering and significantly fewer studies study the wider impact of stuttering. The observable stutter behavior is however only the tip of the iceberg. The internal stuttering behavior, such as anxiety and cognitive disorders, makes someone a stutterer. In short, a niche within the research field that requires urgent attention. Research questions: In this study we want to unravel the complex interplay between internal and external influencing factors of stuttering, thereby focusing primarily on the relationship between stutter severity and self-esteem. Adolescence is characterized by a strong self-awareness and is therefore by far the most interesting period in life to examine this relationship. Firstly, a longitudinal study design will provide more insight in the association in evolution in stutter severity and self-esteem in adolescence. Subsequently, we will examine mediating internal processes of the relation between stutter severity and self-esteem, using negative communication attitudes, maladaptive perfectionism, and temperamental characteristics. The most unique input of this study is the inclusion of mediating social factors, namely the teacher-student relationship and the peer group status of a stuttering student. After all, adolescence is accompanied by an increasing reliance on peers and a corresponding increase in striving for independence from adults. Finally, we will take into account the influence of teacher's negative attitudes towards stuttering on the teacher's relationship with stuttering adolescents. Innovative research: This research builds on an earlier innovative, explorative study conducted by one of the members of the research team. However, this study adds several new elements. To date, the association in evolution between stuttering severity and self-esteem as a multidimensional concept is not yet explored using a longitudinal study. Moreover, the role of temperament and social factors as mediating factors are not yet been investigated. Certainly the study of the impact of peer and teacher relationships of stuttering adolescents on their self-esteem is a new and promising study angle. Added value and gain of the study: To answer these various research questions a multidisciplinary collaboration between ENT doctors within the Faculty of Medicine and the educators and school psychologists from the Institute of Education and Information Sciences is essential. This unique cooperation will not only provide new insights in the theory of stuttering, but will undoubtedly yield new treatment targets. For educational practice, this cooperation will lead to concrete guidelines for teachers to better cope with stuttering students, providing a care policy customised to individual pupils within the current educational context in which teachers are the primary caregivers.

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Whole school social and emotional guidance: a theoretical model 01/07/2010 - 31/12/2014

Abstract

The proposed research project aims to develop a whole school social and emotional guidance model that describes the relationship between the guidance activities of the teacher in the classroom and the characteristics of the school. Furthermore, the project aims to investigate the implementation of such a model in practice and the relationship between the degree of implementation and the perception of students concerning guidance and care in their school, their motivation and wellbeing.

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Individual pupil guidance in primary and secondary education in Flanders: properties, predictors and relation to the teachers' perception of responsibilities and capability of acting. 01/04/2010 - 31/03/2012

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

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Credit for the Libraries in Social and Human Sciences (Antwerp School of Education). 15/09/2009 - 31/12/2014

Abstract

This project represents a research contract awarded by the University of Antwerp. The supervisor provides the Antwerp University research mentioned in the title of the project under the conditions stipulated by the university.

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Valorisation Practice test within the framework of learning care. 01/12/2008 - 03/04/2009

Abstract

In a previous research project, an aselecte series of samples of 8600 pupils from the various types of regular and special primary and secondary education, were assigned, by collaborators of each of the 73 School Psychological Services to one of the 5 levels of educational needs, 4 clusters of impairments and target groups, based on the data of the pupils' files, known to the SPS in June 2008, according to criteria laid down by the Steering Committee on Needs' Indicators, with the objective of determining feasibility, validity and reliability of the new educational framework indicators. To this end, a manual, wizard and electronic web-based form have been designed, a helpdesk installed, and remarks made by SF5 collaborators, collected and analysed. Results were analysed in a quantitative and qualitative way. Shifts from the present allocation to the new educational allocation have been analysed, as well as a comparison has been made with the theoretical expected allocations. The present project wants to valorize these results, on the one hand by communicating results to the public of SF5 collaborators and schools, and on the other hand suggest a possible trajectory of professionalization in the new educational framework.

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Development and evaluation of a common lio-traject for the Specific Teacher Training ELAnt. 01/09/2008 - 31/12/2011

Abstract

In this research project the current in-service teacher training programs ('Lio') of the teacher training institutions in Antwerp (Expertisenetwerk Lerarenopleiding Antwerpen, Elant) are studied and evaluated in order to develop a common format for in- service training. The different in-service programs are studied in terms of guidance and assessment of the student-teacher. Preconditions for successful implementation of a similar format are identified.

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Practice test within the framework of learning care. 13/05/2008 - 31/12/2008

Abstract

This project is a practice test for the implementation of the new framework for educational assistance in regular education; it wants to develop a web-based form, on the basis of a list of indicators, as developed by a working party of the Ministry of Education of the Flanders Region, to allow the School Guidance Centres to allocate pupils in an efficient way into one of levels of assistance needed, and check validity and practicability, with a representative sample of 8600 pupils from kindergarten, elementary and secondary education

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Inventory and analysis of portfolios in Flanders. 15/12/2007 - 31/03/2008

Abstract

The department of Education of the Flemish government ordered an inventory and an analysis of Flemish portfolios within the domain of Accreditation of Prior Learning (APEL) in order to draw up a coherent APEL policy. The portfolio is an important and commonly used instrument within APEL procedures. Thirty portfolios were listed within the domains of Education, Labour and Culture. A format was developed so that the different portfolios could be described in the same manner. The essential information was assembled in a synoptic grid. All the available information was analysed thoroughly so as to reveal any similarities and tensions. The conclusions of the comparative analysis have to enable the government to establish common criteria for APEL portfolios.

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Does more mean better? A study concerning the effects of more practice in the Specific Teacher Training programmes. 01/01/2007 - 31/12/2009

Abstract

This research studies the effect of the increase of the practical experience in the specific teacher training programmes, organised at universities and centres for adult education. We look for changes in student's behavior and thinking, using quantitative (questionnaires) and qualitative (interviews) research instruments. Students, teacher trainers and secondary school teachers participate in the research.

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Caring for pupils' at risk. Development of a conceptual frame for designing an integrated school policy to support pupils at risk and its influence on the professional development of teachers in secondary education. 01/07/2006 - 31/12/2010

Abstract

In this research a conceptual frame and instrument is developed to design an integrated policy regarding socio-emotional guidance of pupils in secondary education. Furthermore, this study also investigates what teachers think about integrated socio-emotional guidance, in which they play a key role. The task perception and guidance provision of teachers with regard to socio-emotional guidance as well as the effect of a supportive network at the level of the school are investigated.

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